Puerto Rican Children Recently Accepted in New York Public Schools: A Study of the Special Services Given to Puerto Rican Children in Two Public Schools in East Harlem, Manhattan 1952-1957
Abstract
"The impulse to learn in order to gain self sufficiency and to ease anxiety is a positive innate tendency, so the denial or lack of opportunity to learn may produce frustration and emotional disturbance." The literature in the field of social work reveals this trend. School education should exist to give each child his or her chance to achieve full development intellectually, spiritually and physically. In the past, emphasis was placed on the teaching of subject matter; today the total development of the individual is looked upon with the purpose of facilitating a better adjustment to participate effectively in the life of the community. It is of extreme importance that these changes in educational and social philosophy be translated into the school program in order to integrate the newly arrived children from Puerto Rico to the strange and new environment that is for them the city of the skyscrapers. If the newcomer from Puerto Rico finds it difficult to make any adequate adjustment in the school or in the community he may come to the attention of the social agencies in the community.During the time the writer worked as a Catholic Charities staff member she became aware of the great number of children who are having difficulties in the school because of their language handicap. If the number of Puerto Rican children continues to increase as is expected and unless positive steps are taken to recruit, train and retain teachers to cope with this situation then the problem will be most severe.
Subject Area
Educational administration|Education|Sociology|Latin American Studies
Recommended Citation
Perez, Celia Maria, "Puerto Rican Children Recently Accepted in New York Public Schools: A Study of the Special Services Given to Puerto Rican Children in Two Public Schools in East Harlem, Manhattan 1952-1957" (1957). ETD Collection for Fordham University. AAI30509580.
https://research.library.fordham.edu/dissertations/AAI30509580
